Giáo án Tiếng Anh 3 - Unit 10: What do you do at break time

Week:	 	Date of teaching: 
Period 	Date of planning: 
UNIT 10: WHAT DO YOU DO AT BREAK TIME?
Lesson 1(Part 1, 2, 3)
Objectives
After the lesson, students are able to:
- Ask and answer questions about break-time activities.
Language focus
Vocabulary: break time, play, badminton, football, chess, basketball, table tennis.
Sentence patterns: 
A: What do you do at break time?
B: I play..
Resources
Pictures, Puppets, Sts’ book, poster
PROCEDURE
Steps and time
Sts’ and T’s activities
Language focus
Modes
1. Warm-up: 3’
- Have Ss chant “What colour is it?”
Chant
W-Class
Individual
2. Vocabulary:
2’
-T follows the steps of presenting new words.
-Sts follows T’s instructions.
break time, play, badminton, football, chess, basketball, table tennis.
W-class
Individual
3. Look, listen and repeat (10’)
- Ask Ss to identify the characters in the picture on page 64 and what they are doing.
- Set the scene “you are going to listen to Linda and Mai asking about some games.
- Play the recording and asks Ss to listen to the tape twice.
- Ask Ss to listen and repeat in chorus two times.
- Have whole class repeat all the phrases a few times to reinforce their pronunciation.
Sentence patterns: 
A:What do you do at break time?
B: I play badminton.
W-class
Groups
Pairs
4. Point and say: 10’
- Tell Ss that they are going to practise asking and answering the question:
 What do you do at break time?
- Teach the vocabulary: chess, basketball, table tennis.
-Have Ss repeat in choral and individual. 
- Point to the first picture and elicit the word to fill the gap.
- Put the sentence on the board.
- Have Ss repeat a few times
- Get Ss to make the same sentence, using the picture in the book.
- Call some Ss to speak aloud.
- Correct their pronunciation if needed.
Practice: word cues
a/ football
b/ basketball
c/ chess
d/ table tennis
W-class
Groups
Pairs
W-class
5. Let’s talk :8’
- Tell Ss that they are going to practise more with their friends.
- Give a few seconds for Ss to look at the pictures and identify each game
- Ask Ss to fill in the blank. 
- Put the sentence on the board and do chotal and individual repetition.
- Get Ss to work in pairs, using the picture in the book.
- Go around to offer help 
- Correct the pronunciation, if necessary.
- Call a few pairs to act out the dialogue in front of the class.
Sentence patterns: 
A: What do you do at break time?
B: I play football/ table tennis/ chess/ basketball
Individual
Groups
Pairs
6. Homelink :2’
-T tells the homelink, ss takenote.
-Ask Ss to learn by heart the games at home.
W-class
*************************************
Week:	 	Date of teaching: 
Period 	Date of planning: 
UNIT 10: WHAT DO YOU DO AT BREAK TIME?
Lesson 1(Part 4, 5, 6)
Objectives
After the lesson, students are able to:
- Ask and answer questions about break-time activities, improve listening and reading skills.
Language focus
Vocabulary: break time, badminton, football, chess, basketball, table tennis.
Sentence patterns: 
A: What do you do at break time?
B: I play..
Resources
Pictures, Puppets, Sts’ book, poster
PROCEDURE
Steps and time
Sts’ and T’s activities
Language focus
Modes
1. Warm-up: 3’
- Call a few pairs the front of the class to ask and answer the question:
A: What do you do at break time?
B: I play + game
Model:
A: What do you do at break time?
B: I play football/ table tennis/ chess/ basketball
W-Class
Pairs
2. Vocabulary:
2’
-T follows the steps of presenting new words.
-Sts follows T’s instructions.
break time, badminton, football, chess, basketball, table tennis
W-class
Individual
3. Listen and tick: 10’
- Tell Ss that they are going to listen and tick the correct boxes next the pictures.
- Give a few seconds for Ss to look at the pictures.
- Play the recording 3 times through for Ss to listen and tick the correct answers.
- Ask Ss to exchange their answers with their partners before reporting them to the class.
- Call some Ss to read loud their answers.
- Listen and give feedback.
*Answers:1.b; 2.b; 3.a
W-class
Individual
Pairs
4. Read and write: 10’
- Tell Ss what they are going to fill the gap. 
- Ask Ss to look at the pictures and read the text.
- Elicit the words filling the gaps. 
- Ask Ss to read individually silently and complete the sentences.
- Go around to offer help if necessary.
- Get Ss to swap and check their answers with their friends.
- Ask Ss to read their answers aloud to the class.
Key:
1. chess
2. table tennis
3. badminton
W-class
Individual
Pairs
5. Write about you :8’
- Tell Ss that they are going to write about their activities at break time.
- Check comprehension and give feedback.
- Give Ss 2 mins to do the task.
- Get Ss to swap and check their answers before writing the correct answers on the board for Ss to copy down into their notebooks.
- Call some Ss to write their sentences on the board.
- Read and correct if needed.
Key:
I play + (Ss’own games.)
W-class
Individual
6. Homelink :2’
-T tells the homelink, ss takenote.
- Have Ss learn by heart the vocabulary about games at home.
W-class
*************************************
Week:	 	Date of teaching: 
Period 	Date of planning: 
UNIT 10: WHAT DO YOU DO AT BREAK TIME?
Lesson 2(Part 1, 2, 3)
Objectives
After the lesson, students are able to:
- Ask and answer about games they like playing at break time , develop speaking skill.
- Develop speaking and listening skills.
Language focus
Vocabulary: like, hide – and – seek, skipping, skating, blind man’s bluff
Sentence patterns: 	
a,A: Do you like badminton ?
B: Yes, I do
b,A: Do you like hide- and- seek? 
B: No, I don’t.
Resources
Pictures, Puppets, Sts’ book, poster
PROCEDURE
Steps and time
Sts’ and T’s activities
Language focus
Modes
1. Warm-up: 3’
- Call some Ss go to the board and recall some new words.
W-Class
Group
2. Vocabulary:
2’
-T follows the steps of presenting new words.
-Sts follows T’s instructions.
like, hide – and – seek, skipping, skating, blind man’s bluff
W-class
Individual
3. Look, listen and repeat: 10’
- Have Ss look at the pictures a, b, c, d on page 66.
- Elicit the actives in the pictures and their doing. 
- Tell them to guess and respond to the first character. Then fill the speech bubbles with the correct phrases prompted by Ss. 
- Have ss repeat a few times.
- T models the dialogue 
A: Do you like playing badminton ?
B: Yes, I do / No, I don’t. I like playing chess
- Have the whole class repeat all the phrases.
- Ask Ss to practice in pairs 
- Monitor the activity, check the pronunciation ( sound, assimilation of sound and intonation) and offer help when necessary.
- Call on some pairs to perform the task at the front of the class. Others observe and comment.
- Have the whole class repeat the question and answer in chorus to reinforce their pronunciation.
Model sentence:
A: Do you like playing badminton ?
B: Yes, I do / No, I don’t. I like playing chess
W-class
Groups
Pairs
4. Point and say: 10’
- Tell Ss that they are going to practice asking and answering questions Do you like + (activity)?
- Draw Ss’ attention to the pictures.
- Check comprehension and teach the new vocabulary:
like, hide – and – seek, skipping, skating, blind man’s bluff 
- Read loud the vocabulary a few times, have Ss repeat chorally and individually
- Have Ss repeat the text in bubbles a few times.
- Point to the pictures and elicit the words to fill the gaps.
- Put the sentences on the board.
- Have class repeat the question and the answer.
- Have Ss repeat a few times chorally and individually.
- Ask Ss to practise in pairs
- Call some Ss to practise in front of the class.
Key:
1. skipping/yes
2. skating/yes
3. hide-and-seek/no
4. blind man’s bluff/no
W-class
Groups
Pairs
W-class
5. Let’s talk :8’
- Tell Ss that they are going practise more with their friends 
- Give Ss 3 seconds to look at the pictures, elicit the name of each activity.
- Ask Ss to predict the information they have to fill in the gaps.
- Call some Ss to read loud their prediction.
- Have some Ss make their sentences based on these pictures
- Put them on the board and have Ss repeat them a few times.
- Do the first picture as example if Ss don’t understand.
- Ask Ss work in pairs in 5 mins
- Call some pairs to act out the dialogue
- Give comments.
Sentence patterns:
A:Do you like + (activity) ?
B: Yes, I do/ No, I don’t
W-Class
Individual
W-class
6. Homelink :2’
-T tells the homelink, ss takenote.
- Ask Ss to practise asking and answering about the activities at home.
W-class
*************************************
Week:	 	Date of teaching: 
Period 	Date of planning: 
UNIT 10: WHAT DO YOU DO AT BREAK TIME?
Lesson 2(Part 4, 5, 6)
Objectives
After the lesson, students are able to:
- Talk about activities they like playing at break time , develop listening and reading skill.
Language focus
Vocabulary: like, hide – and – seek, skipping, skating, blind man’s bluff
Resources
Pictures, Puppets, Sts’ book, poster
PROCEDURE
Steps and time
Sts’ and T’s activities
Language focus
Modes
1. Warm-up: 3’
- Tell Ss that they are going to ask and answer the structure:
A: Do you like + (activity)
B: Yes, I do / No, I don’t
Model:
A: Do you like chess?
B: Yes, I do/ No, I don’t 
W-Class
Pairs
2. Vocabulary:
2’
-T recalls all the new words.
-Sts follows T’s instructions.
like, hide – and – seek, skipping, skating, blind man’s bluff
W-class
Individual
3. Listen and number: 10’
- Ask Ss to pay attention to 4 pictures on page 67 then identify the activities
 - Ask Ss to predict the order of these picture.
- Write their prediction on the board.
- Ask Ss to listen to the tape and choose , number the right picture then write the number in the picture Ss hear.
 - Play the tape three times to listen
- Call some Ss to read loud their answer with their explanations.
- Play the tape again to check their predicts with their answers
- Give feedback and comments.
Key:
1. c
2. b
3. d
4. a
W-class
Individual
W-class
4. Read and write: 10’
- Read loud the text and the sentences in exercise 5.
- Ask Ss to work in pairs in 5 mins to read and fill the correct word phrases for the exercise
- Go around to help Ss
- Get Ss to write their answers on the board.
- Check and correct mistakes
- Ask Ss to read aloud all sentences.
Key: 
1. table tennis
2. like chess
3. They like badminton
W-class
Pairs
Individual
5. Let’s sing :8’
- Ask Ss to open their Student’s book on page 67. Tell them that they are going to sing the Hide – and – seek song.
- Play the recording 3 times for Ss to get familiarized with the pronunciation, the stress, the rhythm and the intonation of the song. 
- Play the recording again, pausing after each line for Ss to repeat. 
- Play the recording once more for Ss to repeat the whole song. 
- Call on some Ss to sing the song in front of the class. The rest of the class clap their hands at rhythms.
Sing the song.
W-class
Individual
6. Homelink :2’
-T tells the homelink, ss takenote.
Have Ss to sing the song Hide – and – seek at home.
W-class
*************************************
Week:	 	Date of teaching: 
Period 	Date of planning: 
UNIT 10: WHAT DO YOU DO AT BREAK TIME?
Lesson 3(Part 1, 2, 3)
Objectives
After the lesson, students are able to:
- Listen and repeat words, listen and write.
- Do the chant “What do you do at break time?”
- Develop Ss writing and listening skills.
Language focus
Vocabulary: break time
Phonic: bl, sk
Resources
Pictures, Puppets, Sts’ book, poster
PROCEDURE
Steps and time
Sts’ and T’s activities
Language focus
Modes
1. Warm-up: 3’
- Sing the My new pen song.
Sing the song
W-Class
Group
2. Phonics:
2’
-T introduce the phonics: bl, sk.
-Sts follows T’s instructions.
bl, sk
W-class
Individual
3. Listen and repeat: 10’
-T shows the words, models the phonics “bl,sk”, asks ss to repeat phonics.
-Ss try to read “bl,sk” and “blind, skate”.
bl blind Do you like blind man’s bluff?
sk skate I like skating.
W-class
Individual
4. Listen and write: 10’
- Ask Ss to pay attention to exercise 2 on page 68.
- Ask Ss to read 2 sentences and guess the missing information.
- Play the tape 3 times and ask Ss to listen carefully.
- Ask Ss to write the words they hear then exchange the information with their partner.
- Call some Ss to write their answers on the board.
- Play the tape again and check with whole class
- Check and give feedback.
Modes:
1. I don’t like chess. I like blind man’s bluff.
2. They like skating.
W-class
Individual
W-class
5. Let’s chant :8’
- Play the tape “ What do you do at break time?” for Ss to listen while they are reading the chant in their books.
- Call on a group of six: three of them to repeat each line of the chant.
- Show Ss how to say the chant and do the actions.
- Play the recording a few times for Ss to do choral and individual repetition.
- Have Ss practice the chant in groups and clap the syllables.
- Monitor the activity and offer help when necessary/ correct typical pronunciation errors.
- Call on a group to recite the chant. The others clap the syllables
- Listen and give comments.
What do you do at break time?
W-class
Individual
Group
6. Homelink :2’
-T tells the homelink, ss takenote.
Have Ss to practise chanting “What do you do at break time?”at home.
W-class
*************************************
Week:	 	Date of teaching: 
Period 	Date of planning: 
UNIT 10: WHAT DO YOU DO AT BREAK TIME?
Lesson 3(Part 4, 5, 6)
Objectives
After the lesson, students are able to:
- Read and do matching. 
- Develop Ss writing skills.
Language focus
Pattern: “Review”.; Vocab: Review
Resources
Pictures, Puppets, Sts’ book, poster
PROCEDURE
Steps and time
Sts’ and T’s activities
Language focus
Modes
1. Warm-up: 3’
- Have Ss chant “What do you do at break time?”
Chant
W-Class
Group
2. Vocabulary:
2’
-T recalls all the new words.
-Sts follows T’s instructions.
Review
W-class
Individual
3. Read and match: 10’
- Tell Ss that they are going to read the sentences on the left and pair them with those on the right by drawing a line between them.
- Give a few second for Ss to read the text in silence. Check comprehension and give feedback.
- Give 4 mins for Ss to do the task in pairs.
- Go around to offer help if necessary.
- Get Ss to swap and check their answers before checking as a class.
- Call a few open pairs to read the dialogues.
Answers: 
1 – b; 2 – c; 3 – a; 4 – d; 
W-class
Individual
W-class
4. Write about you: 10’
- Tell Ss that they are going to write about themselves. Give a few seconds for them to look at the pictures.
- Ask Ss do the task.
- Check their answers.
- Call a few Ss to read their answesrs aloud.
Key:
Ss’s own answers.
W-class
Individual
W-class
5. Project :8’
- Tell Ss that they are going to play Bingo game.
- Explain how the game is played.
- Ask Ss to make sentences with the words crossed.
- Give comment.
Play the game.
W-class
6. Homelink :2’
-T tells the homelink, ss take note.
- Have Ss play game at home.
W-class
*************************************